The purpose of this study was to investigate the of proverbs in the act of conversations among the Oromo people. Oromo proverbs were then under close scrutiny of context, value, and syntax. In so doing, the qualitative research method that stems from realist ethnography was put to use so as to encapsulate its purpose. Afterwards, the investigation was carried out using a total of (n = 116) from the Arsi Oromo inhabited Kersa and its vicinity in Arsi zone, Ethiopia. Of this amount, thus, (n= 78 (67%), male; n = 38 (33%) female) involved voluntarily. To catch up the research agenda, purposive sampling was used as a means of selecting the participants whereby age was a requirement. In the quest, the research subsequently used three instruments: participant observation, interview, and field notes. The findings therefore hereby show that contexts and values are embedded in proverbs though their linguistic analysis entirely rely on scholarly accomplishment. In these realities are explicated three paradoxical nature of proverbs – brevity, acculturation, and social control. At last, recommendations and implications are given so that the outcomes of the study will aid in the enactments.

Introduction Background of the StudyConsider, for instance, if greetings at the beginning of a class, soon turn into nagging, and if, afterwards, it has been realized as checking up homework assignments repeatedly serves as a viable source, how do teachers carry out instructions? What is the essence of teacher's roaming within the rows of the lecture room to check on? "What is important for language learning is," said Prabhu, (1987), "learners' engagement in a task rather than their success in it." (p. 56). The questions, can be, and have been from English language instructions.In this sense, let's take a clear understanding of the meaning of homework was given by H. Soukhanov, et al. (1936). They said, "A work, such as schoolwork or piecework that is done at home" (p. 3491). Many linguists irrefutably acknowledge this meaning and add their account. For instance, Harmer (2012) said, "Homework is like magic! The more that students do it, the better their English becomes" (p. 168). In spite of this morality, however, some students serve all the falsity and heartrending descriptions or reasons as a cover-up.Of interest in this context are apparently the moral regeneration. So, the reason for why clever students, in most cases, meet deadlines and laissez-faire students fail is predominantly emanates from the vaguest grasp of what has been happening. In the context of English as a Foreign Language or English as Second Language (henceforth EFL/ESL) instructions, thus, crossover research (see Richards and Rodgers, 2001, p.254) is extremely important to properly address the issue, i.e., the confluence of disciplines would able to answer in vividness.The moral dilemma is a situation which appears to force individuals to choose between two or more strongly held beliefs about right and wrong, and sometimes moral reasoning uses to evaluate what someone does (Matsumoto, 2009, p. 315, R. Morrow, 2018. As indicated in C. Labarba (1981) "Moral reasoning may be accelerated or acquired by imitation or social learning, or as a function of reinforcement" (p.498). To this context (e.g., Reasons like, "A relative has passed away; I am sick; I haven't the module etc."). Obviously, students of this age can make plenty of reasons to suppress weaknesses. More important, they should have developed the feeling of what is right and wrong. Therefore, the very good reasons that tend to be acceptable to get teacher's mercy. This trend can be infectious and can be easily proliferated.In simple terms, moral dilemmas, in the context of homework assignments (henceforth HWAs) relate to reasons given by the students as a result of failing to completions. But it is not as simple as that; it needs learners' perseverance to accomplish to meet requirements. It takes students a month or more to display the desired qualities, though teachers expect duties and responsibilities therein. Consequently, teachers narrate their classroom account as a heart-breaking and distressing in the attempt of assessment. On top of this, Vatterott (2009) explains its signi...

'language-mixing', or 'language shift', or 'language interference'. Thus, researches from every corner throw new light on the advancing nature of CS in the context of multi/pruli-ligualism. The arguments are then with sharp controversies, as marked by Turnbull & Dailey-O'Cain (2009), the "extreme versions of the virtual opposition". As confirmed by Raschka et al. (2009), cited in J. Shin (2013:137), many language teachers then discourage CS in the classroom. This is because they believe that it hinders the students' learning of the target language. In addition, Richards and Rodgers (2001) point out, "In Natural Method, though acquisition is in focus, a foreign language could be taught without translation or the use of the learner's native language" (p. 11). Others come out with different views. They adamantly argue against the above-mentioned notion. They long in vain to the backdrop as total immersion in English is virtually impossible. Particularly, "English-only" becomes a lazy rule when everyone in the classroom speaks the same first language. Thus, they questioned why CS in FL classroom is still viewed as undesirable and subjected to negative comments or even sanctions (Raschka et al 2009, p. 137, Knapp and Antos, 2009, pp. 64-65). Thus, they wonder why some educators have insisted on the "English-only" rule.

This study focuses on how error correction is practised at Arsi University. Accordingly, ten (n =10) English teachers and one hundred twenty-eight (n = 128) learners have been participated. In this regard, thus, the prime objective of this study is to investigate if there is a significant relationship between teachers' peer correction implementation and students' attitude during instructions. It seeks common ground for the dilemma of error correction practice; therefore, in this study, English teachers and learners across the university and departments were selected by using purposive sampling method. As long as its importance is concerned, the study employed the following three tools: unstructured interview, closed-ended questionnaire, and focus group discussion. To reach a conclusion, the SPSS software has been used and the results shows that there is a strong relationship (r=+0.9) between teachers' practice and students' attitude towards peer errors correction. In addition, the statistical data shows that the p value is significant (p < .05). As of its parts, the descriptive statistics shows that all the interviewee were male and their age ranges from 37 to 53 years (M= 46). Moreover, their teaching experience ranges from 15 to 30 years in which (M= 22). In the interview data, again, among (n=10) teachers, (n=6) of them seldom practice errors correction and unlike those teachers, however, (n=4) of them never practice errors correction. At last, the study further explains the way to wipe out dilemmas for teachers' practice and students' attitude on the technique.

BackgroundJohn Lock, the well-known philosopher, was once said, 'All men are liable to error; and most men are, in many points, by passion or interest under temptation to it.' Many years have lapsed since then though orthographic errors are yet prevalent among students. In this immediate context, as Widdowson (1986) says, 'An error is taken as evidence of deficient competence in the language and calls for correction ' (p.154). Indeed, here within the study takes an insight into the orthographic errors, i.e., Spelling, Capitalization, and Punctuation (henceforth SCP).English spelling, from its conventional viewpoint, was standardized in the 17 th century whereof its rules are yet unwavering. To give more account, 'English orthography,' says Andersen (2011, p. 15), 'has changed very little in over two hundred and fifty years; rules first formulated by Lowth have now become universal.' In effect, as Ringbom ( 2007) puts it, 'Spelling is a highly specific task related to problem solving: there is normally only one correct solution and anything that is not fully correct must be regarded as wrong ' (p.89). Nevertheless, Brown (2000, p.275) warns this notion a careful reference, by saying, 'Knowing a language r u l e itself does not guarantee for any communication to occur.'To date, as a commendable student text gets into the hands of the academics, so does a text that outpour myriad capitalization errors. Trask (2007) said, 'A given orthography consists of a particular version of a particular writing system (in the case of English, a version of the Roman alphabet employing both small letters and capital letters)' (p. 201). Nevertheless, there are ample of opportunities when non-standard works certainly overwhelm student text that deters the academics from deciphering intended meanings.Punctuation marks are word arrivals to elucidate meanings. Indeed, Sundem (2006) reveals, 'Without proper punctuation, the sentence is difficult to read' (p.57). On the top of this, vibrant rules must be sustained in using punctuations; and therefore, Lou, Ehrman & Shekhtman (2005) assert, 'Punctuation is one writing convention, and while it seems like a simple thing, habits are hard to break. Even very advanced students often make mistakes in punctuation' (p.12). Taken as a whole, other studies (e.g., Henikel ,2011, p.158) do suggest the paramount importance of learner orthographic errors to ascertain and provide coping mechanisms.To summarize and conclude linguists (e.g., James, 2013, p.130; Dave, 2010, p. 28; and, Trappes-Lomax & Ferguson, 2002, p.188) indicate that SCP errors encompass four different variables: errors of omission, errors of addition, errors of selection, and errors of ordering. 'Omission' is wherefore something omitted; whereby, 'addition' is the opposite. 'Selection' is when unnecessary element(s) is/are being selected and 'ordering' is about the disorderliness. Statement of the ProblemNowadays, at a time when the role of writing skills is predominantly requisite in many instances, the unrestrained orthographic err...